The project is the creation of a green corner in the school. Collective creative work "the most comfortable green corner". Create interest groups

Project

creation of "Green Corner"

in the classroom primary school

"To live, you need the sun, freedom and a small flower"

G.H. Andersen

Completed:

students of 1 "B" class

Leaders:

Verbitskaya Lesya Andreevna,

primary school teacher;

Chervonchenko Elena Vasilievna,

biology teacher

Shakhtersk

Explanatory note. About environmental education junior schoolchildren
Project relevance
Project Information Card
Interaction scheme
Performance evaluation
Conclusion
Bibliography
Applications

EXPLANATORY NOTE

On the environmental education of younger students.

The demand of the time - continuous environmental education from the very beginning early age.

Target environmental education– formation of a responsible attitude towards the environment, active work on the study and protection environment, protection and renewal of natural resources. In order for these requirements to become the norm of behavior for every person, it is necessary from childhood to purposefully instill a sense of responsibility for the preservation of nature, to develop an active life position on the perception of the problem of preserving the environment. natural environment and your own health. One of the challenges of modern elementary school is to nurture in students a respect for nature and natural resources, the formation of an active ecological life position. I see my task, as a primary school teacher, in laying the foundations in children's souls from the first steps of their communication with the outside world. environmental knowledge which, with age, will develop into beliefs. This problem can be effectively solved in the process of organizing experimental practical activities junior schoolchildren in the lessons of the world and technology, as well as in extracurricular activities in this direction. In younger children school age it is easy to form a readiness for the right interaction with surrounding nature. Younger students are emotional, they can perceive nature with a sense of surprise, enthusiasm. I try to support in children this readiness to be surprised and admired, the desire to participate in altruistic activities. Children, as a rule, do not separate themselves from the external environment, they feel like a natural part of nature. They are open to the perception of beauty, they can realize the variety of connections between man and nature. Our own pedagogical experience shows that the most effective method the formation of environmental consciousness among younger students is a project method that includes students in the real process of cognition, observation and decision environmental issues.

Based on a student-centered approach to education and upbringing, the method of project activity develops a cognitive interest in various areas knowledge, teaches to formulate a problem, to search, promotes the development of personality.

Ecological education of junior schoolchildren is one of the main areas of work in my program of education and development of students for the preservation and promotion of health, and the design method is one of the leading forms of organization learning activities in the classroom and extracurricular activities.

It is noteworthy that from the first day of the children's stay at school, a program was launched to form environmental knowledge and environmental culture among students. The first-graders participated in the planting of indoor flowers in the summer during the renovation of the classroom, and then during the year the children watched their "green friends" and continue to watch. The project to create a "green corner" in the classroom is also part of my environmental education program for younger students.

RELEVANCE OF THE PROJECT

Creating health-saving conditions for the formation of a successful personality is an important factor modern education. Availability of health-saving space educational institution and classes is a problem for many educational institutions. Big study load, the increase in the incidence among students by the time they leave school is the number one problem today. It is important to provide not only a quality education, but also to try to preserve the health of students as much as possible. The creation of health-saving conditions for students is determined by their workplace, for which there are requirements established by the SES standards. One of the requirements is the presence in the classroom indoor plants capable of improving the quality educational environment.

This classroom gardening project substantiates the influence of certain indoor plants on the health of students, performs a large educational and educational load.

The organization of the project to create a "green corner" in this class has a number of reasons, namely:

Firstly, it is the creation of a health-saving space for children enrolled in school. So, based on the medical examination of students at the beginning of the school year, 35% of the children in my class have various diseases. In addition, seasonal viral diseases are observed in 40% of children. It is important to try to preserve and strengthen the health of students as much as possible. Breeding well-chosen indoor plants is one such opportunity to preserve and improve the health of students. According to sanitary standards in the premises of educational institutions, the relative humidity of the air should be 40 - 60%.

It is not so easy to establish an ideal microclimate for work in enclosed spaces, especially in winter, when the operation of the heating system lowers the level of humidity in the air, which can lead to a feeling of dry mouth, nasal congestion, skin and mucous irritations. Acute respiratory diseases and influenza are the two main diseases that can lead to temporary disability. You need to know that more than 97% of the water absorbed by plants during irrigation is released into the air through the leaves. Thus, plant species that need abundant watering can increase indoor air humidity levels by 10-15%.

Secondly, The variety of flower-decorative crops provides an excellent opportunity to create a unique look of a "green" office, which favorably affects the emotional state and a sense of comfort. Plants are known to various functions, have an aesthetic and psychological impact, improve the air environment. They can also relieve stress and improve mood. This is also an important factor, since children come to school with different types of nervous activity that need to be regulated in the learning process. According to a study by a school psychologist, children of sanguine temperament and choleric temperament predominate in the classroom. Green color plants can have a calming effect on nervous system, improves overall well-being, and this has a beneficial effect on the performance of students, regulates their behavior. Plants such as geranium and pelargonium are able to calm the excited nervous system, A the smell of mint helps to relieve irritation, fatigue, aggressiveness.

In addition, a collection of diverse houseplants will serve as schoolchildren with an illustration of biological, environmental concepts - the idea is not new, but relevant in modern conditions deficit teaching aids.

Another important factor is that indoor plants improve the ecological situation in the room. Indoors, we are surrounded by objects and materials that emit harmful to health chemical substances and elements: varnishes and paints that cover the furniture, as well as those available in the office technical means learning: computer, projector. The computer is the most dangerous source of electromagnetic radiation. If earlier there was only natural radioactivity, then with the advent of a huge number of different devices, artificial radioactivity appeared. Scientists have found that plants such as sansevieria, chlorophytum and scindapsus are able to reduce the percentage of exposure to harmful particles of electromagnetic radiation, so they must be kept in the office near technical equipment.

It is also important to take into account such an important feature of plants as the ability to purify polluted air. Properly selected indoor plants are real helpers in the fight against polluted indoor air. Plants secrete phytoncides, which have a detrimental effect on pathogenic microbes. The primary school office is located on the second floor of the building, the windows of the office overlook the roadway, which is located 50 meters from the school building. When airing the room and through the openings of window openings, dust particles enter the air, which can be in it for a long period in a suspended state. The impact of dust on the human body is very harmful and dangerous. Dust clogs and irritates the mucous membranes of the eyes, skin, upper respiratory tract and causes various lung diseases. An effective remedy improving the air environment of the room, along with the presence of ventilation, are indoor plants that absorb harmful particles. For example, to absorb carbon dioxide and the release of oxygen, sansiviera is especially good, it is also the pike tail known to us and unpretentious, hardy chlorophytum. Perfectly ozonizes the air and coffee tree, ivy, different kinds ficus, dracaena. The same properties are possessed by wide leaves of philodendron, and even ordinary aloe, and an amazing indoor flower spathiphyllum, which perfectly disinfects the air in the room, having high phytoncidal activity and has excellent healing properties today - it improves mental and physical performance.

The results of a survey of parents of students in my class showed that that only 50% of parents are aware of the need to form an ecological culture of younger students, 60% of parents breed indoor plants at home, not attaching much importance to their types in terms of usefulness, 80% grow plants in the country. Therefore, there is a need to educate parents in matters of environmental education. Parents are ready to cooperate with the teacher and actively participate in joint collective creative activities.

The project activity itself great importance for the development and education of students. In the course of working on the project, children will receive a lot of new knowledge, broaden their horizons, develop skills in practical activities, cultivate such valuable qualities as hard work, thrift, care for their “green friend”, the creative abilities of students will develop, in general, the foundations of spiritual and moral and ecological culture.

Cultivation of useful indoor plants in the school office - this is the most effective, not only theoretical, but also practical form of organizing work to form the foundations of environmental education for younger students, to preserve and strengthen the health of students. The problem solved in the process of project implementation is not new, but relevant and significant. The scale of the project, although not large, but allows us to solve the tasks set, and move from planting greenery in our school corner to planting greenery in other classrooms of primary grades and the school as a whole.

PROJECT INFORMATION MAP

Project Manager:

Verbitskaya Lesya Andreevna, primary school teacher, class teacher 1 "B" class.

PROJECT MANAGER-CONSULTANT:

Chervonchenko Elena Vasilievna, biology teacher.

Project participants:

Students of 1 "B" class;

Verbitskaya Lesya Andreevna, primary school teacher;

Chervonchenko Elena Vasilievna, teacher of biology.

Parents 1 "B" class.

Project geography:

School №1, Shakhtersk

Project timeline:

LONG-TERM, phased

Stage 1 - creation of a "green corner" in the office 1.09.2013-31.05.2014.

Stage 2 - development and study of the "green corner" 09/01/2014 - 05/31/2017

OBJECTIVE OF THE PROJECT:

formation of ecological and biological knowledge in children;

creation of a green corner in the classroom of the primary school in order to organize a health-saving space for students;

creation of conditions for the formation of social competence of students, by joint work student - teacher - parent;

PROJECT OBJECTIVES:

Educational:

expand children's knowledge about indoor plants;

show the effect of indoor plants on the health of students;

develop practical skills in caring for indoor plants;

Educational:

fostering love for nature;

fostering respect for plants;

education of ecological culture;

DEVELOPING:

development of observation, attention;

development of creative abilities of students;

formation of search- research activities;

Methods:

verbal;

visual demonstration;

practical.

Activities:

educational game

research

communicative-dialogue

practice-oriented

INTERACTION SCHEME:

students

Methodical support -

Chervonchenko E.V.

Biology teacher

Project manager, activity management

Verbitskaya L.A.

Involved specialists - pediatrician, school psychologist, flower shop consultant

Parents of students

PERFORMANCE EVALUATION

This work touches upon such a problem as the development of the need in children for the knowledge of nature, flora, increasing the environmental awareness of the children's population.

The practical activity of creating a green corner in the classroom allowed children and parents, under the guidance of teachers, to study nature not only from books, but also from their own observations, to learn how to use plants correctly in their lives.

During the academic year, a collection of useful indoor plants from 15 species was collected and studied. Some of the plants were planted by the children themselves, some of the plants were purchased by their parents. A portfolio was compiled for each plant, in which its description is given, and a passport, which displays the basic information about the plant: name, homeland of the plant, location, rules of care. The collected information about plants is used in the lessons of the surrounding world and classroom hours on ecology. (Appendix Sample Plant Portfolio)

When selecting species of indoor plants, the health-saving component was the determining factor. However, within the limits of the possible range, plants were collected, the most diverse in shape, color, size of leaves and inflorescences. Such a collection, in addition to having a positive emotional impact on children, becomes for them a rich source of information about the diversity of the plant world. The content of programs on the surrounding world was also taken into account in order to clearly illustrate classes on its individual topics, to give concepts about plants, about different forms of growth and reproduction of plants, about inflorescences, fruits and seeds.

All the work on caring for plants and compiling collections was carried out by the students themselves under the guidance of a teacher and parents.

Now the objects of the green corner are a good visual and demonstration material for the lessons of the surrounding world and technology in the conditions of a shortage of the material and technical base of the school.

In the process of activity, students receive a lot of new knowledge about the world around them, ecology, broaden their horizons, deepen their existing knowledge, learn about medicinal plants, talisman plants, poisonous indoor plants, learn some Interesting Facts about plants, for example, legends. Children get acquainted with such concepts as phytodesign, phytotherapy. Children, with the help of their parents, perform creative work, and then participate in the presentation of their work. Work is underway on the projects “Health without drugs”, “My little green miracle”, “Legends about plants”.

The project of intra-class gardening allows improving the quality of the educational environment, namely: to promote the protection and strengthening of the health of students. The study “Influence of the phytomodule on the health of students” showed that properly selected indoor plants can significantly affect the health of students and reduce morbidity. In addition, the green color of indoor plants has a calming effect on the nervous system, stabilizes the emotional state, and this has a beneficial effect on the mood and performance of students. During recess, children are happy to participate in "herbal medicine minutes" - the smell of mint and lemon balm helps to improve well-being, and helps relieve stress after training session. The study "The influence of phytomodules on the formation of the emotional state of students and the social sphere" showed that properly selected plants contribute to the normalization of the processes of excitation and inhibition in the cortex hemispheres, which is especially important during the period of rapid human development; also green plants in a confined space create a preventive effect, develop a sense of beauty, contribute to the harmonization of personality, relieve stress.

Now, being in a cozy green room, participants in the process of education and upbringing feel psychological comfort. Well-groomed beautiful plants delight those present, deliver deep aesthetic pleasure, contribute to the removal negative emotions.

The project has a huge educational role in the development of personality.

This project helps students express their creative activity, build yourself interpersonal relationships in small working groups, to experience feelings of emotional satisfaction and self-realization. Children, participating in various competitions, develop imagination, creativity, cognitive activity. In addition, there is a continuous process of growth and formation of the personality of each: “My green sprout is growing and I am growing!” Children see the fruits of their labor and the results - these are victories in creative competitions and projects.

An important role is played by the joint activities of teachers, students and parents. Firstly, the period of adaptation of first-graders was less painful, since the involvement of children and parents in joint creative and practical activities contributed to the development of warm friendly relations and the formation of a favorable psychological microclimate in the team. Secondly, parents have the opportunity to observe their child during the social development of him as a person in society. Joint collective creative work brought parents, teachers and students closer, made their relationship trusting and warm. Some parents, who now have the necessary knowledge about the characteristics of indoor plants, have organized their own “green corner” at home, which has a positive effect on the health of the child and is of great educational importance.

The project is constantly in work, socially significant and in demand, so many primary school teachers now have recommendations for landscaping classrooms. And the students of our class are happy to share their knowledge about indoor plants with their peers. And this means that the issues of environmental education and education will attract even more teachers, students and parents.

CONCLUSION

In the 2013-2014 academic year, me and the biology teacher Chervonchenko E.V. Work continues on the environmental education of students within the framework of this project and in other forms of activity. We continue to monitor plantings in the school area, expand the collection of indoor plants, and continue to monitor the growth of existing plants. Children will learn to keep a diary of observations of their plant. Scheduled perspective plan further development project, the main stages of which in 2014-2015 G.:

Replenishment of the collection of indoor plants: cultivation of citrus species.

Designing a "health path" in the green zone of the office.

Conducting experiments with various plants in order to observe their characteristics (experiments with balsam, plant propagation, seed harvesting).

Participation in school and district environmental competitions and projects.

Parents of students actively cooperate with the teacher, help in the implementation of their plans. Children and parents are aware of the need to familiarize themselves with nature and its significance for humans. Children treat their green pets as living beings, love them and take care of them. And the feeling is mutual: a person intuitively feels that indoor plants have a beneficial effect on his psyche, bring joy, create a healthy climate. "A person is healthy only when he is in his Everyday life does only what corresponds to the laws of nature, in this case his life is filled with joy and happiness,” people say. Work on the formation of ecological culture of younger schoolchildren is carried out by me purposefully and continuously.

Bibliography:

1. Bukharina E.M. Houseplants. Encyclopedia. M.: Astrel, 2007

2. Alekseeva A. How to plant trees in the office. Guidelines. M: 2010

3. Volzhina I.A. Formation of ecological thinking of schoolchildren in the process of subject-practical activity. "Primary School" No. 1, 2009

4. Klepinina Z.A. Development of environmental literacy of students "Primary School" No. 1, 2011

5. Nikitina V.V. Amateur florist calendar. K: RIO, 2011

6. Internet resources. Botanichka.ru.

Project for junior schoolchildren of grade 1 "Green corner in a fairyland"

Project leader: Eltinova Alla Evgenievna, primary school teacher, MBOU secondary school No. 11, Volgodonsk
Material Description: the material of the project can be used by teachers, heads of secondary schools; teachers of additional educational institutions in the development creative projects for landscaping.
Target:
Project objectives:

- formation of healthy lifestyle skills;

Project portfolio.

A green corner in a fairyland.
Content:
1. Author of the project
2. Consultant
3. Participants
4. Brief summary of the project
5. Project goals
6. Project objectives
7. Knowledge areas
8. Forms of work
9. Questions guiding the project
10.Plan of the project
11.Project implementation
12. Teacher presentation
13. Projected results
14. An example of a project activity product

Author and leader of the project: Eltinova A.E.
Project participants:
Teachers, parents, students of grade 1-B
Creative group: students 1-"B", who created the "Lake" under the guidance of the teacher, helped in the design of the corner.

At the lessons of the surrounding world and fine arts, they came up with and drew a Fairy - Ecology, which will protect the Green Corner.

The creative group of the 4th - “G” class assembled under the guidance of Eltinova A.E. a wattle fence from arcs fastened with wire.

Mother nature has worked for centuries
Above the image of a wonderful flower.
But in order to break it -
To this, unfortunately,
You don't need years, but just a moment!
* * *
Nature today and yesterday
There is a storehouse of light, joy, goodness.

The teaching staff of Lyceum No. 11, preserving the best traditions of the school, introduces new innovative approaches to teaching, development, education and socialization of schoolchildren. The problem of ecology becomes more urgent every year. 2013 is the Year of Environmental Protection, so the Administration of the Lyceum announced a competition for landscaping and improvement of the Lyceum to create the best "Green Corner".
We spend a lot of time at the lyceum, which means we must think not only about beauty, but also about the health of everyone who is here. Firstly, there are opportunities to study plants in order to be able to grow them, to learn how to care for them. Indoor flowers provide comfort, coziness, health preservation.

Composition featuring fairytale heroes attracts attention, arouses the interest of others, forms ethical feelings.

The intra-school gardening project helped to consolidate in practice the theoretical knowledge of students about the role of green plants, their ecological features and improve the quality of the educational environment.

This project helps participants to show their creative activity, to build interpersonal relationships in small working groups, to experience feelings of emotional satisfaction and self-realization. An important role is played by the joint activities of teachers, students and parents. Close cooperation between teachers and parents solves communication problems and the problem of material support of the project.

The work on the project gave an opportunity to look at the social problems of ecology.
Target:
Create an aesthetically designed green corner that will improve the psychological climate in the lyceum; create home coziness and comfort; will help to form each participant pedagogical process internal need to create and maintain beauty around you.
Project objectives:
- improvement ecological environment lyceum;
- formation of ideas about the value and uniqueness of the natural world, nature protection, health-saving behavior; implementation modern achievements in the field of landscape design;
- active promotion of environmental knowledge among students, school staff, parents, residents of the village and school guests, involving a wide range of children and adults in the conservation and enhancement of natural resources;
- development of creative abilities of students;
- formation of healthy lifestyle habits.
- education of observation and respect for plants;
- uniting the efforts of teachers, students, parents aimed at the improvement and gardening of the school
Areas of Knowledge
The world
Literary reading
art
Technology
Additional discipline - biology
Forms of work
group
Individual
Questions guiding the project
-Is it possible to preserve in its original form a green corner, its components: plants, garden figures, decorative elements?
- Will Lyceum No. 11, having completed the design - project of landscaping a corner, become a role model?
- Whether the collective creative work contributes to the formation of the moral qualities of the individual, its viability and the preservation of the health of children.

Project plan

Project stages: The duration of the project is three weeks.
I Preparatory. Planning ( spring break from 24.03.13 to 5.04.13): situation analysis, environmental monitoring, project development. Search and analysis of the problem. Setting goals and objectives.
II. Statement stage:(5.05.13) approval of the project by all members of the group, conclusion of contracts and agreements with social partners (parents), development of the project implementation route, presentation.
III. Main stage:(from 6.04.13 to 8.04.13) work on the project; the introduction of teachers, parents, students into social and practical activities for the improvement and improvement of the environment, the intensification of research activities, the popularization of the project on different levels, development of social partnership within the lyceum.
IV. Estimated and corrective stage(from 04/08/13 to 04/10/13): summing up the results of the project, presenting the results, questioning the participants, developing a model for the development of the project in the future.

A). Presentation
b). Reflection

Project implementation

teacher presentation
Predicted (expected) socio-pedagogical result.
The use of an activity approach in teaching and educating schoolchildren, which makes it possible to ensure a stable positive dynamics of the cognitive. Formation of an aesthetic and environmentally friendly environment in the lyceum.

Improving the health-saving environment.
Prevention deviant behavior children.

Assistance in the organization of mass forms of active recreation for the improvement of children in order to form the need for active and healthy lifestyle life.

Bibliography:
1. Illustrated encyclopedia of indoor plants.- M.: Eksmo, 20101.
2. Bukharina E.M. Houseplants. Encyclopedia. M.: Astrel, 2007
3. Klepinina Z.A. Development of environmental literacy of students "Primary School" No. 1, 2011
4. Internet resources. nerd

Creating health-saving conditions for the formation of a successful personality is an important factor in modern education. The presence of a health-saving space of an educational institution and classes is a problem for many educational institutions. A large study load, an increase in the incidence among students by the time they leave school is the number one problem today. It is important to provide not only a quality education, but also to try to preserve the health of students as much as possible. The creation of health-saving conditions for students is determined by their workplace, for which there are requirements established by the SES standards. One of the requirements is the presence in the classroom of indoor plants that can improve the quality of the educational environment.

This classroom gardening project substantiates the influence of certain indoor plants on the health of students, performs a large educational and educational load.

Download:

Preview:

Project

creation of "Green Corner"

in the primary school classroom

"To live, you need the sun, freedom and a small flower"

G.H. Andersen

Completed:

students of 1 "A" class

Supervisor:

Denisova Galina Pavlovna,

primary school teacher

MBOU "Average comprehensive school No. 4"

Gorodets 2011

Explanatory note. About ecological education of junior schoolchildren
Project relevance
Project Information Card
Interaction scheme
Performance evaluation
Conclusion
Bibliography
Applications

EXPLANATORY NOTE

On the environmental education of younger students.

The requirement of the time is continuous environmental education from a very early age.

The goal of environmental education is the formation of a responsible attitude towards the environment, vigorous activity in the study and protection of the environment, protection and renewal of natural resources. In order for these requirements to become the norm of behavior for every person, it is necessary from childhood to purposefully instill a sense of responsibility for the preservation of nature, to develop an active life position on the perception of the problem of preserving the natural environment and one's own health. One of the tasks of a modern elementary school is to educate students in respect for nature and natural resources, the formation of an active ecological life position. I see my task, as a primary school teacher, in laying in the children's souls from the first steps of their communication with the outside world the foundations of environmental knowledge, which will develop into convictions with age. This problem can be effectively solved in the process of organizing experimental and practical activities of younger students in the lessons of the world and technology, as well as in extracurricular activities in this area. In children of primary school age, it is easy to form a readiness for proper interaction with the surrounding nature. Younger students are emotional, they can perceive nature with a sense of surprise, enthusiasm. I try to support in children this readiness to be surprised and admired, the desire to participate in altruistic activities.Children, as a rule, do not separate themselves from the external environment, they feel like a natural part of nature. They are open to the perception of beauty, they can realize the variety of connections between man and nature. Our own pedagogical experience shows that the most effective method for the formation of ecological consciousness among younger students is the project method, which includes students in the real process of learning, observing and solving environmental problems.

Based on a student-centered approach to education and upbringing, the method of project activity develops cognitive interest in various fields of knowledge, teaches how to formulate a problem, search, and promotes personality development.

Ecological education of junior schoolchildren is one of the main areas of work in my program of education and development of students, and the design method is one of the leading forms of organizing educational activities in the classroom and extracurricular activities.

It is noteworthy that from the first day of the children's stay at school, a program was launched to form environmental knowledge and environmental culture among students. The first-graders participated in the planting of an alley of trees on the school site, and then during the year the children watched their "green friends" and continue to watch. This action was the first stage in a targeted program for environmental education of junior schoolchildren. Now my pupils are active participants in various creative competitions and projects on ecology at the school, district and region.

The project to create a "green corner" in the classroom is also part of my environmental education program for younger students.

RELEVANCE OF THE PROJECT

This classroom gardening project substantiates the influence of certain indoor plants on the health of students, performs a large educational and educational load.

The organization of the project to create a "green corner" in this class has a number of reasons, namely:

Firstly, it is the creation of a health-saving space for children enrolled in school. So, based on the medical examination of students at the beginning of the school year, 35% of the children in my class have various diseases. In addition, seasonal viral diseases are observed in 40% of children. It is important to try to preserve and strengthen the health of students as much as possible. Breeding well-chosen indoor plants is one such opportunity to preserve and improve the health of students. According to sanitary standards in the premises of educational institutions, the relative humidity of the air should be 40 - 60%.

Secondly, The variety of flower-decorative crops provides an excellent opportunity to create a unique look of a "green" office, which favorably affects the emotional state and a sense of comfort.It is known that plants perform various functions, have an aesthetic and psychological impact, improve the air environment. They can also relieve stress and improve mood.This is also an important factor, since children come to school with different types of nervous activity that need to be regulated in the learning process. According to a study by a school psychologist, children of sanguine temperament and choleric temperament predominate in the classroom. The green color of plants is able to have a calming effect on the nervous system, improves overall well-being, and this has a beneficial effect on the performance of students, regulates their behavior.Plants such as geranium and pelargonium are able to calm the excited nervous system, A the smell of mint helps to relieve irritation, fatigue, aggressiveness.

In addition, a collection of diverse houseplants will serve asillustration of biological, ecological concepts for schoolchildren is not a new idea, but it is relevant in modern conditions of a shortage of teaching aids.

Another important factor is that indoor plants improve the ecological situation in the room.In the room, we are surrounded by objects and materials that emit chemicals and elements that are detrimental to health: varnishes and paints that cover furniture, as well as technical teaching aids available in the classroom: a computer, a projector.The computer is the most dangerous source of electromagnetic radiation. If earlier there was only natural radioactivity, then with the advent of a huge number of different devices, artificial radioactivity appeared.Scientists have found that plants such as sansevieria, chlorophytum and scindapsus are able to reduce the percentage of exposure to harmful particles of electromagnetic radiation, so they must be kept in the office near technical equipment.

It is also important to take into account such an important feature of plants as the ability to purify polluted air.Properly selected indoor plants are real helpers in the fight against polluted indoor air. Plants secrete phytoncides, which have a detrimental effect on pathogenic microbes. The primary school office is located on the second floor of the building, the windows of the office overlook the roadway, which is located 50 meters from the school building. When airing the room and through the openings of window openings, dust particles enter the air, whichcan be in it for a long period in suspension. The impact of dust on the human body is very harmful and dangerous. Dust clogs and irritates the mucous membranes of the eyes, skin, upper respiratory tract and causes various lung diseases. An effective means of improving the indoor air environment, along with the presence of ventilation, are indoor plants that absorb harmful particles.For example, sansiviera is especially good for absorbing carbon dioxide and releasing oxygen, it is also the pike tail known to us and unpretentious, hardy chlorophytum. Perfectly ozonizes the air and coffee tree, ivy, various types of ficuses, dracaena. The broad leaves of philodendron, and even ordinary aloe, and amazingindoor flower spathiphyllum, which perfectly disinfects the air in the room, having a high phytoncidal activity and has a great healing property today - it improves mental and physical performance.

The results of a survey of parents of students in my class showed thatthat only 50% of parents are aware of the need to form an ecological culture of younger students, 60% of parents breed indoor plants at home, not attaching much importance to their types in terms of usefulness, 80% grow plants in the country. Therefore, there is a need to educate parents in matters of environmental education. Parents are ready to cooperate with the teacher and actively participate in joint collective creative activities.

The project activity itself is of great importance for the development and education of students.In the course of working on the project, children will receive a lot of new knowledge, broaden their horizons, develop skills in practical activities, cultivate such valuable qualities as hard work, thrift, care for their “green friend”, the creative abilities of students will develop, in general, the foundations of spiritual and moral and ecological culture.

Cultivation of useful indoor plantsin the school office - this is the most effective, not only theoretical, but also practical form of organizing work to form the foundations of environmental education for younger students, to preserve and strengthen the health of students.The problem solved in the process of project implementation is not new, but relevant and significant. The scale of the project, although not large, but allows us to solve the tasks set, and move from planting greenery in our school corner to planting greenery in other classrooms of primary grades and the school as a whole.

PROJECT INFORMATION MAP

Project Manager:

Denisova Galina Pavlovna, primary school teacher, class teacher 1 "A" class.

PROJECT CONSULTANT:

Orekhova Tamara Grigorievna, teacher of biology, local history.

Project participants:

Students of 1 "A" class;

Denisova Galina Pavlovna, primary school teacher,

Parents 1 "A" class.

Project geography:

Municipal budgetary educational institution

"Secondary school No. 4", Gorodets.

Project timeline:

LONG-TERM, phased

Stage 1 - creation of a "green corner" in the office 1.09.2010-31.05.2011.

Stage 2 - development and study of the "green corner" 1.09.2011-31.05.2014

OBJECTIVE OF THE PROJECT:

formation of ecological and biological knowledge in children;
creation of a green corner in the classroom of the primary school in order to organize a health-saving space for students;
creation of conditions for the formation of social competence of students, through joint work student - teacher - parent;

PROJECT OBJECTIVES:

Educational:

expand children's knowledge about indoor plants;
show the effect of indoor plants on the health of students;
develop practical skills in caring for indoor plants;

Educational:

fostering love for nature;
fostering respect for plants;
education of ecological culture;

DEVELOPING:

development of observation, attention;
development of creative abilities of students;
formation of skills of search and research activities;

Methods:

verbal;
visual demonstration;
practical.

Activities:

educational game
research
communicative-dialogue
practice-oriented

INTERACTION SCHEME:

Methodical support -

Orekhova T.G. biology teacher

students

Project manager, activity management

Denisova G.P.

Parents of students

Involved specialists - pediatrician, school psychologist, flower shop consultant

PERFORMANCE EVALUATION

This work touches upon such a problem as the development of children's need for knowledge of nature, the plant world, and increasing the environmental literacy of the children's population.

During the academic year, a collection of useful indoor plants from 15 species was collected and studied. Some of the plants were planted by the children themselves, some of the plants were purchased by their parents. A portfolio was compiled for each plant, in which its description is given, and a passport, which displays the basic information about the plant: name, homeland of the plant, location, rules of care. The collected information about plants is used in the lessons of the surrounding world and class hours on ecology. (Appendix Sample Plant Portfolio)

At In the selection of houseplant species, the health-saving component was the determining factor. However, within the limits of the possible range, plants were collected, the most diverse in shape, color, size of leaves and inflorescences. Such a collection, in addition to having a positive emotional impact on children, becomes for them a rich source of information about the diversity of the plant world. The content of programs on the surrounding world was also taken into account in order to clearly illustrate classes on its individual topics, to give concepts about plants, about different forms of growth and reproduction of plants, about inflorescences, fruits and seeds.

To place ornamental plants in the office, the vertical arrangement of plants was used on the illuminated sections of the wall, also in floor containers, placing ornamental plants in a space free from other visual aids and materials. All the work on caring for plants and compiling collections was carried out by the students themselves under the guidance of a teacher and parents.

In the process of activity, students received a lot of new knowledge about the world around them, ecology, expanded their horizons, deepened existing knowledge. Children learned about medicinal plants, talisman plants, poisonous indoor plants, learned some interesting facts about plants, for example, legends. Children got acquainted with such concepts as phytodesign, phytotherapy. Children, with the help of their parents, did creative work, and then participated in the presentation of their work. Children's projects "Health without drugs", "My little green miracle", "Legends about plants" were informative and interesting.

Children together with their parents participated in the competition of design projects "Our Green Corner", as a result of which the best project for the design of the "green corner" was chosen. (Appendix "Presentation of children's work").

The project of intra-class gardening allowed to improve the quality of the educational environment, namely, it contributed to the protection and strengthening of the health of students. The study “Influence of the phytomodule on the health of students” showed that properly selected indoor plants can significantly affect the health of students and reduce morbidity. (Appendix No. 2) It was noticed that by the end of the school year, the number of children suffering from various viral infections had significantly decreased. In addition, the green color of indoor plants had a calming effect on the nervous system, stabilized the emotional state, and this had a beneficial effect on the mood and performance of students. During the breaks, the children participated with pleasure in the "minutes of herbal medicine" - the smell of mint and lemon balm helped to improve their well-being, and helped to relieve stress after the training session. The study “Influence of phytomodules on the formation of the emotional state of students and the social sphere” (Appendix No. 3) showed that properly selected plants contribute to the normalization of the processes of excitation and inhibition in the cerebral cortex, which is especially important during the period of rapid human development; also green plants in a confined space create a preventive effect, develop a sense of beauty, contribute to the harmonization of personality, relieve stress.

The project has a huge educational role in the development of personality.

Practical activities for the care of indoor plants educate the child industriousness, respect for the world around them. Children show constant concern for their "green pet", they treat the plant as a friend - they take care and cherish. (Appendix "Practical exercises for plant care") On summer holidays the children did not want to part with the plants, and each student took a plant home and looked after it during the holidays. Thus, there is a continuous process of environmental education of students.

This project helps students to show their creative activity, to build interpersonal relationships in small working groups, to experience feelings of emotional satisfaction and self-realization. Children, participating in various competitions, develop imagination, creativity, cognitive activity. In addition, there is a continuous process of growth and formation of the personality of each: “My green sprout is growing and I am growing!” Children see the fruits of their labor and the results - these are victories in creative competitions and projects.

An important role is played by the joint activities of teachers, students and parents. Firstly, the period of adaptation of first-graders was less painful, since the involvement of children and parents in joint creative and practical activities contributed to the development of warm friendly relations and the formation of a favorable psychological microclimate in the team. Secondly, parents have the opportunity to observe their child during the social development of him as a person in society. Joint collective creative work during the year brought parents, teachers and students closer, made their relationship trusting and warm. Some parents, who now have the necessary knowledge about the characteristics of indoor plants, have organized their own “green corner” at home, which has a positive effect on the health of the child and is of great educational importance.

CONCLUSION

In the 2011-2012 academic year, I continue to work on the environmental education of students within the framework of this project and in other forms of activity. We continue to monitor plantings in the school area, expand the collection of indoor plants, and continue to monitor the growth of existing plants. Children will learn to keep a diary of observations of their plant. A long-term plan for the further development of the project has been outlined, the main stages of which in the 2011-2012 academic year. G.:

Replenishment of the collection of indoor plants: cultivation of citrus species.
Designing a "health path" in the green zone of the office.
Conducting experiments with various plants in order to observe their characteristics (experiments with balsam, plant propagation, seed harvesting).
The study "Influence of the phytomodule on the formation of the emotional state of students in the active sphere and the social effect." (Q1 2011).
Participation in school and district environmental competitions and projects.

In October of this academic year, children have already participated in the regional ecological poetry competition "In Harmony with Nature" through the Gorodetsky Youth Ecological social movement"EkObereg", where they presented their poems about nature. (Denisova A.)

Parents of students actively cooperate with the teacher, help in the implementation of their plans. Children and parents are aware of the need to familiarize themselves with nature and its significance for humans.Children treat their green pets as living beings, love them and take care of them. And the feeling is mutual: a person intuitively feels that indoor plants have a beneficial effect on his psyche, bring joy, create a healthy climate. "A person is healthy only when in his daily life he does only what corresponds to the laws of nature, in this case his life is filled with joy and happiness," people say. I work purposefully and continuously to form the ecological culture of younger students.

Bibliography:

1. Bukharina E.M. Houseplants. Encyclopedia. M.: Astrel, 2007

2. Alekseeva A. How to plant trees in the office. Guidelines. M: 2010

3. Volzhina I.A. Formation of ecological thinking of schoolchildren in the process of subject-practical activity. "Primary School" No. 1, 2009

4. Klepinina Z.A. Development of environmental literacy of students "Primary School" No. 1, 2011

5. Nikitina V.V. Amateur florist calendar. K: RIO, 2011

6. Internet resources. Botanichka.ru.

For children of primary school age, school is a second home. The word "home" is associated with something native, warm. This is a place where a person feels cozy, comfortable, where he can do what he likes, relax. And if this house is a school, then it should combine everything characteristic of the school and the house.

The Green Corner project, developed by students, teachers and parents, can be implemented during the school year. Involving children and parents in joint active creative activity will allow closer rapprochement between the family and the school, increase parental authority, foster a moral atmosphere and instill a love of beauty. A comfortable environment in the office will help restore the body's defenses, restore vigor, optimism and performance.

Project consultants	Teacher of biology, technology, fine arts.
Project participants	3rd grade students. Parents of 3rd grade students.
Project type	Informational, creative, long-term
Academic subject	Environment, technology
Project Goals	1. Creation of comfort, atmosphere for relaxation. 2. Improving the efficiency of the educational process in the context of health-saving education. 3. Team building of children, teachers, parents.
Project objectives	1. Create project teams 2. Carry out a transplant of indoor plants, make an inventory of plants. 3. Arrange a place of rest for children.
Planned results	Personal: understand the importance of professions: florist, designer; to form a valuable and careful attitude to the world around and appreciate the results of their activities; to form a respectful attitude to work and professional activity of a person. Metasubject: *regulatory:* carry out actions according to a given rule and own plan; to evaluate their actions on the basis of specified criteria and adjust them; determine the most effective ways achieving results; *cognitive:* search and analyze the information received about indoor plants, their importance in human life; draw up a passport for indoor plants; make judgments, justify and prove your choice; analyze, compare, classify and generalize the real objects of the product; *communicative:* ability to negotiate, find a common solution practical task; correlate the partner’s opinion with yours; express your opinion, giving arguments for and against; the ability to exercise mutual control in joint activities. Subject: understand the impact of indoor plants on human health; acquire the skills of search and research activities.
Expected results	With the help of plants, a comfortable atmosphere will be created in the primary school classroom. Beauty created by one's own hands, knowledge and skills obtained as a result of work will become the basis for the formation of the moral qualities of schoolchildren, including a sense of responsibility and respect for the results of both their own and others' work.
Project implementation timeline	The project is being implemented outside school hours, during the 2013-2014 academic year.
Formulation of the problem	Every year, children bring flower seedlings to class, carefully care for the flowers. One day they had a thought: it would be nice if there was a place in the classroom where you can sit, relax among the greenery, admire the flowers and fish in the aquarium, especially in winter. After all, we live in Siberia, where the winter is long and cold. And so the idea arose to create a “Green Corner” in the office. The proposal of the children was submitted to the parents for consideration. On parent meeting Parents supported the idea of their children and gladly decided to help them with this. By combining the efforts of children, teachers and parents, it is possible not only to plant greenery in the classroom, but, most importantly, to accustom schoolchildren to independent creative work- an important factor in training and education, to instill in them an aesthetic taste.
Project prospects	1. The project should not be one-time. 2. Attraction more children and parents to implement the project. 3. Decoration of flower beds near the school.

2. Plan for the implementation of the project "Green Corner"

	Student activities	Parents activities	Teacher activity
September	Cool meeting. Solution to the problem. Definition of the theme and content of the project. Making a decision to create a "Green Corner" in the office.	Parent meeting. Making a decision to assist students in creating a "Green Corner" in the classroom.	Information support.
	Identification of project participants. Creation of groups. Distribution of roles among groups.	Creation of a creative group of parents.	Assistance in the distribution of roles between groups.
	Collection and analysis of ideas. Competition "Flower Stand". Drawing competition "Our flowers".	They deal with contracts, calculations, material selection, shape and size, style and color scheme of flower stands.	Consultations
December - January	Project plan work. Growing and transplanting flower plants. Drawing up an inventory of indoor plants.	Making flower stands. Aesthetic design. Buying an aquarium	Observation, consultations.
	Aesthetic design of the "Green Corner"	Installation of flower beds in the office. Determination of a place for an aquarium.	Participation in the design of the "Green Corner"
	Evaluation of results.	General class meeting: students-parents-teacher. Discussion of the completed project, formulation of conclusions.	Participation in the evaluation of the achieved result
	Protection of the project "Green Corner". Participation in the review of cabinets.	Helping children to protect the project. Participation in the review of cabinets.	Participation in the presentation and evaluation of the project
	Holiday "Created with your own hands"	Celebration organization.	Holiday development.

3. Determination of resources and sources of their receipt

Human and material resources were used to implement the project. Human resources were presented by: 3rd grade students, parents, class teacher, subject teachers (Fine Arts, Technology, Biology). Material resources: enterprise OOO VSZhD "Repair and Mechanical Plant", sponsorship of parents. Maximum results with minimum cost.

4. Create interest groups

Work on the implementation of the tasks set began with the fact that the children were divided into groups according to their interests.

1 group: (boys + dads) - asked the teachers of technology, fine arts for advice on the problem of choosing the design of flower stands.

2 group: (girls) - met with a biology teacher on the problem of the range of indoor plants, their proper placement and care rules.

3 group: (girls + mothers) - they are engaged in transplanting indoor plants into decorative pots, making an inventory and labels with the name of flower crops.

4 group: (dads) - they make flower stands on their own.

5 group: (moms + dads) - they are engaged in the acquisition of an aquarium, the installation of flower stands.

6th group:(girls + mothers) - are engaged in decorative design of the "Green Corner"

5. Route sheet project

PROJECT "Green Corner"	Appeared in our class "Green Corner" Flowers planted, watered We are skilled hands. Mothers have calculated everything for us, Dads made a frame. It turned out to be a sight! It turned out - just "class"! Slyshinskaya Ksenia, 3rd grade
1. Competition "Our flowers" A group of girls is preparing for the contest "Our Flowers"
	2. Competition "Flower stand" And the boys are active participants in the competition "Flower stand"
3. Practical work. Transplanting houseplants » Moms with girls are planting indoor plants in flower pots
	4. Meetings with consultants Meeting with a biology teacher on the problem of the range of indoor plants, their proper placement and care rules.
6. Flower stands handmade by parents
7. Design of the "Green Corner"
8. Acquisition of an aquarium Now we admire the fish in the aquarium.
9. Minutes of rest at recess You can relax in our "Green Corner"
	10. Summing up Do-It-Yourself Holiday
11. Project results	Ia place in the "Viewing Cabinets"!

Dronova Tatyana Petrovna, MKU secondary school No. 3, Alzamay, Irkutsk region, primary school teacher

To download material or !

The project of designing a green corner in the primary school classroom

Teryaeva I.P.

Municipal budgetary educational institution
"Boarding school No. 2 of the main general education”, Norilsk, Krasnoyarsk Territory, Russia

Based on the study of indoor plants, create a model of a green corner located in the classroom. To introduce the concept of "hypothesis", to form research skills, to teach how to plan one's activities, to develop logical and critical thinking.

School is our second home. We spend 9-11 years of our lives in the school building. Therefore, we must do our best to make students and teachers feel comfortable.

Indoor plants will help in creating a human-friendly indoor environment. Indoor plants decorate our lives, perform an architectural, decorative and sanitary-hygienic role. Plants secrete phytoncides, which have a detrimental effect on pathogenic microbes. Green color has a calming effect on the nervous system, and this has a beneficial effect on mood and performance. Living potted plants perfectly cope with these tasks, which turn interior solutions into elegant and sophisticated for visitors, comfortable and attractive for teachers and students.

Making a room with potted plants and flowers is called phytodesign.

An indicator of the effectiveness of reforms in education is not only the success of students. Creating health-saving conditions for the formation of such a personality is an important factor for modern education.

Creating a health-saving space of an educational institution and classes is a problem for many educational institutions. A large study load, an increase in the incidence among students by the time they graduate from school is the number one problem today. It is important to provide not only a quality education, but also to try to preserve the health of students as much as possible.

The goal of the project is to theoretical justification the need for a green corner in the primary school classroom.

In accordance with the goal, the design tasks were defined:

- creation of an ergonomic environment in the primary school classroom, which contributes to the effectiveness of the educational process;

- to study the design stages of landscaping classrooms.

The object of research is a green area.

The subject of the study is the primary school classroom.

In the process of working on the project, the following methods were used: search (selection of a problem and project topic), analytical (study special literature and conditions for the implementation of the project), practical (implementation of the project).

A green corner was created in the primary school classroom, the work on which was determined by the abilities of the teacher and students.

Ornamental plants in children's institutions perform an important specific task. Plant collections in schools, kindergartens, orphanages and boarding schools should promote their love and respect for nature, develop the skills of patient daily work and a sense of responsibility and understanding of beauty. In schools, in addition, ornamental plants are the main material in the study of the basics of botanical science. For the children of the Far North, who live in the conditions of a harsh long winter and a short, ungenerous summer in terms of variety and splendor of greenery, the creation of winter gardens and richly landscaped interiors in children's institutions is absolutely necessary. All these specific tasks of landscaping children's school and preschool institutions oblige to pay special attention to the selection of an assortment of ornamental plants and ways to design each room.

When selecting species of indoor plants for children's rooms, the determining factor is the microclimatic regime. However, within the limits of the possible assortment, plants should be collected indoors, the most diverse in shape, color, size of leaves and inflorescences. Such a collection, in addition to having a positive emotional impact on children, will become for them a rich source of information about the diversity of the plant world. For schoolchildren, plant collections in the classroom should be compiled taking into account programs on the outside world, clearly illustrate classes on its individual topics, give concepts about plants, about different forms of growth and reproduction of plants, about inflorescences, fruits and seeds.

Landscaping the classroom, we took into account that some types of ornamental plants are allergens and contain strong alkaloids. Such plants should not enter classrooms. When decorating the premises where children of primary school age study, we also avoided plants with sharp thorns and thorns: prickly pear cacti, cylindropuntia, echinocactus.

To place ornamental plants in children's institutions, you can use all the methods and forms of design. In the elementary classroom, we tried to create a "green corner" in outdoor containers by placing decorative plants in a space free from other visual aids and materials. All the work on caring for plants and compiling collections was carried out by the students themselves under the guidance of a teacher and parents.

Phytodesign - design, design. Purposeful science-based introduction of plants into interior design and decoration of premises, taking into account their biological compatibility, environmental characteristics, and the ability to improve indoor air quality. We were given specific goals - using plants to clean the air of dust and pathogenic microbes, enrich it with biogenic substances that have a beneficial effect on the body of students, and create an aesthetically pleasing and psychologically comfortable artificial environment.

Plants exhibit health-improving properties continuously and for many years, while not requiring large expenditures to maintain their functioning.

Here is the procedure for carrying out work on the design of a green corner in the primary school classroom:

1. implementation of the furniture and equipment layout plan;

2. selection of plants and options for their location;

3. project implementation;

4. evaluation of results.

Literature

1. Karetova plants for girls. Moscow: Premiere, 2000

2. Kudryavets D. B., Petrenko grow flowers. M.: Enlightenment, 1993

3. Flowers in the house. Lower Novgorod: Times, 1998

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